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Pupils are proud to be part of their school community and they enjoy learning. Pupils follow their teachers' guidance to make a 'strong start' to the day. They arrive promptly and settle to their independent tasks.
This is because leaders set high expectations for behaviour, so that school is a calm place to learn. Pupils are respectful and kind towards each other.
Pupils are proud of the contributions they make to charity.
Pupils with special educational needs and/or disabilities are fully included in the life of the school. They take part in all lessons and attend clubs to extend their interests alongside their peers.
Well-trained adults support pu...pils' emotional well-being.
Pupils know whom to turn to should they have a worry or concern. Older pupils take their 'buddy' responsibility seriously and support younger pupils. Pupils' achievements are routinely celebrated, which means that they develop positive attitudes towards learning and try their best.
What does the school do well and what does it need to do better?
The school has a sharp focus on delivering a broad and ambitious curriculum for all pupils. Curriculum plans set out clearly what pupils will learn from Year 3 to Year 6. Teachers use these plans precisely to make sure that pupils learn key knowledge and vocabulary well.
In lessons, teachers check pupils' understanding and provide feedback about pupils' learning, so that any misunderstandings are corrected promptly. Pupils like taking part in end-of-unit quizzes to check what they have learned or may need to practise further. However, in some subjects that leaders are still developing, pupils do not always remember what they have learned.
This is because staff do not consistently spend time helping pupils to revisit their learning. This means that pupils do not apply what they have learned in previous years to new learning as they work through the curriculum.
Where teachers are confident and supported with subject expertise, they successfully adapt curriculum plans to meet pupils' needs.
On occasions, where teachers feel less confident with subject-specific content, they do not make the changes to the curriculum lesson plans and break down learning so that it supports pupils to understand key information and build on their prior learning. When this happens, pupils do not achieve as well as they could.
Leaders prioritise reading.
They encourage all pupils to use their reading skills in all areas of the curriculum. Books are chosen that interest pupils and evoke discussion, which develops their love of reading. Pupils who are at the early stages of reading are supported well to catch up with their peers.
This is because staff are well trained so that they can assist pupils to become fluent readers.
Pupils behave well. They develop a positive attitude towards school so that they attend regularly and benefit from learning as well as the wider opportunities the school has to offer.
The school promotes pupils' personal development well through the curriculum and carefully considered wider opportunities that will have lifelong benefits for pupils. Leaders ensure that pupils learn how to keep safe when online and how to use money appropriately. All pupils broaden their talents by learning to play the recorder and the keyboard.
Opportunities to take on roles of responsibility, such as prefect, buddy, or school or worship council member, develop pupils' confidence and character. Pupils are kind and caring. They are keen to make a difference in their community and talk proudly about supporting the local food bank and litter-picking in the surrounding area.
The wide range of sports clubs are well attended. These help pupils learn how to keep fit and healthy.
Staff appreciate the coaching and training they receive.
They feel that leaders support them well. Leaders ensure that staff benefit from a range of expertise in the trust, which helps the school to develop further.
Trustees and governors know the school well.
They regularly visit the school and speak to pupils to find out what it is like to attend the school. They hold leaders to account and ensure that progress is made against priorities that are in the best interests of all pupils.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In some subjects, pupils have too few opportunities to practise and apply what they have learned. In these subjects, pupils do not secure the key knowledge they have been taught as they work through the curriculum. The school should ensure that pupils have sufficient time to revisit and apply curriculum knowledge, so that over time, pupils remember long term the content they have been taught.
• In a few subjects, teachers' subject knowledge is still being secured. This means that they do not always make the most appropriate adaptations to lesson plans as part of the curriculum. Leaders should continue to improve teachers' subject knowledge and expertise so that they enhance the teaching of the curriculum and ensure that key learning is precisely taught.
